Developing learning communities in the upper elementary grades is crucial to student writing progression. Teachers need to create tone, values, and relationships within the classroom community that strengthens trust which will evoke change. Everyone must display a high level of respect in the classroom community. It is important to reiterate the phrase "We're all in this together." Community building exercises such as Writing Workshop Wednesdays should be implemented in the classroom instruction. Teachers have complete control when creating an appropriate social climate of the classroom. In doing so subcultures in and out the classroom must be recognized because it deeply affects teaching. Teachers must be very observant. Any issues should be resolved by word of mouth.
-Between 4th and 5th grade changes in writing happen because of changes in tone, value and relationships between the two classrooms
-Need socially safe environment
-Trust=writing improvement
-Teachers create social climate of the classroom (sometimes ignore subculture b/c they don't know how to handle it)
-"we're in this together"
-Foster a community on day one and throughout
-Talk as a community when issues come up
Teachers are encouraged to demonstrate honest and sincere feelings about building a caring community. Teachers must first seek within when pinpointing why a lesson is being taught or why is the classroom referred to as a community. This will reveal the authenticity of the instruction. Students will react to this authentic environment. Students start to develop the same values the teacher displays. Teachers need to demonstrate a love of literature.
-Model kind behavior
-Demonstrate honest and sincere feelings about building a caring and kind community
-expect them not to live up to their reputations ASSUMPTIONS
-expect great kids
-assume already respectful, caring, self-initiative learners
-Demonstrate a Love of Literature; Model a true love of reading and writing
-Crucial=mentors who are absorbed in literacy
Writing is a time for thinking. Students will begin to develop and become aware of their writing process. Teachers must coach, admonish, and advise students as they seek to understand their writing process. The moment a writer discovers their writing process he/she proceeds to become a strategic writer. The teacher must help students as they write in a controlling manner because the writing pieces may begin to loose its spontaneous effect. "Their teachers have helped them experience how writing can take them on trails of thoughts, how it can lead them to realizations and ideas." Teachers foster the following :
Help probe student thoughts
Explore the mysteries of student subject writing
Confront questions that have always been there
Explore links between one facet of experiences and another
-Upper middle school students become aware of self-thought (how they proceed through the writing process)
-Coach, admonish and advise
-Give them a chance to understand and determine how their writing process works-ask leading questions to get them to explain
--When children get older, their writing becomes more "deliberate and intentional"
-begin to develop ability become a strategic writer
-deliberateness and control can interfere with spontaneous charm
-Gardner=upper grades not stagnate in the arts but entering the "age of competence"
-Aware of what they do and when they write=open to instruction
Children Learn to Expect Writing to Yield Insight
"Important Writing" has different meaning to different children. Length, lots of time, real and true, write like Shakepeare(want meaning)
As a student transitions throughout school teachers have to develop improvisation and commitment strategies when teaching adolescents.
-Between 4th and 5th grade changes in writing happen because of changes in tone, value and relationships between the two classrooms
-Need socially safe environment
-Trust=writing improvement
-Teachers create social climate of the classroom (sometimes ignore subculture b/c they don't know how to handle it)
-"we're in this together"
-Foster a community on day one and throughout
-Talk as a community when issues come up
Teachers are encouraged to demonstrate honest and sincere feelings about building a caring community. Teachers must first seek within when pinpointing why a lesson is being taught or why is the classroom referred to as a community. This will reveal the authenticity of the instruction. Students will react to this authentic environment. Students start to develop the same values the teacher displays. Teachers need to demonstrate a love of literature.
-Model kind behavior
-Demonstrate honest and sincere feelings about building a caring and kind community
-expect them not to live up to their reputations
ASSUMPTIONS
-expect great kids
-assume already respectful, caring, self-initiative learners
-Demonstrate a Love of Literature; Model a true love of reading and writing
-Crucial=mentors who are absorbed in literacy
Writing is a time for thinking. Students will begin to develop and become aware of their writing process. Teachers must coach, admonish, and advise students as they seek to understand their writing process. The moment a writer discovers their writing process he/she proceeds to become a strategic writer. The teacher must help students as they write in a controlling manner because the writing pieces may begin to loose its spontaneous effect. "Their teachers have helped them experience how writing can take them on trails of thoughts, how it can lead them to realizations and ideas." Teachers foster the following :
-Upper middle school students become aware of self-thought (how they proceed through the writing process)
-Coach, admonish and advise
-Give them a chance to understand and determine how their writing process works-ask leading questions to get them to explain
--When children get older, their writing becomes more "deliberate and intentional"
-begin to develop ability become a strategic writer
-deliberateness and control can interfere with spontaneous charm
-Gardner=upper grades not stagnate in the arts but entering the "age of competence"
-Aware of what they do and when they write=open to instruction
Children Learn to Expect Writing to Yield Insight
"Important Writing" has different meaning to different children. Length, lots of time, real and true, write like Shakepeare(want meaning)
As a student transitions throughout school teachers have to develop improvisation and commitment strategies when teaching adolescents.